ERIC Number: ED353317
Record Type: Non-Journal
Publication Date: 1992-Nov
Reference Count: N/A
Relationships among High School Grades, ACT Test Scores, and College Grades.
Myers, Richard S.; Pyles, Michelle R.
This study assessed the utility of using both the American College Testing (ACT) Program composite score and high school grade point average (GPA) as predictors of students' success in college, as measured by the GPA at the end of the students' first semester in college. Data were obtained from 420 first-time entering freshmen at a medium-sized public regional university in Mississippi whose student body was 60 percent female and 23 percent minority. There were 326 white and 89 black students in the sample. The data included high school grades, ACT scores, four required college course grades, and freshman year GPAs. A regression analysis was performed using freshman year GPA as the dependent variable, with high school GPA and ACT composite score as independent variables. With a multiple R of 0.57, the relationship is significant, accounting for 32 percent of the variance in grade. Grades in required first semester courses were also studied. The data enable comparisons by race and sex. Broadening the base of admission standards to include multicultural diversity will probably be considered by more states in the wake of the U.S. Supreme Court decision on the "Ayers" case. The use of both the ACT score and high school grades would overcome the objections to using only the ACT score, which itself is not a good predictor of college success for many minority students. Six tables are included. (Author/RLC)
Descriptors: Academic Achievement, Black Students, College Entrance Examinations, College Freshmen, Correlation, Culture Fair Tests, Educational Research, Grade Point Average, High School Students, High Schools, Higher Education, National Competency Tests, Predictor Variables, Racial Bias, Scores, Success, Test Bias, White Students
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A